Page 191 - Vseživljenjsko učenje kot temelj trajnostne družbe

Pomen trajnostnih socialnopedagoških pristopov

Vzgojni program. (2004). https://www.gov.si/assets/ministrstva/MVI
/Dokumenti/Izobrazevanje-otrok-s-posebnimi-potrebami/Vzgojni
-programi/Vzgojni_program.pdf
Vzgojni program za vzgojo in izobraževanje otrok in mladostnikov s čustvenimi
in vedenjskimi težavami in motnjami in izvedbena priporočila za izvajanje
vzgojnega programa. (2022). Zavod Republike Slovenije za šolstvo.
Zakon o obravnavi otrok in mladostnikov sčustvenimi in vedenjskimi težavami
in motnjami v vzgoji in izobraževanju (ZOOMTVI). (2020). Uradni list Repu-
blike Slovenije, (200). https://www.uradni-list.si/1/objava.jsp?sop=2020-01-
3628
Zupančič, M., in Komidar, L. (2018). Psihološko osamosvajanje in njegovo mer-
jenje na prehodu v odraslost. V M. Zupančič in M. Puklek Levpušček (ur.),
Prehod v odraslost: sodobni trendi in raziskave (str. 81–118). Znanstvena za-
ložba Filozofske fakultete.

The Importance of Sustainable Socio-pedagogical Approaches:
The Case of Adolescents Transitioning from Professional Centres
to Independent Living
Thisarticle–groundedinsustainablesocialpedagogicalapproachesasafoun-
dation for a sustainable society of the future – explores the significance of
post-discharge support and the transition of young people from residential
care institutionsinto independent living. It presentsthe processesof discharge
and post-discharge support through the lens of lifelong learning. The focus is
placed on the challenges associated with the transition to independent life, as
well as the forms of support that may be necessary during this process, partic-
ularly from the perspective of achieving sustainable well-being and success-
ful autonomy for individuals with such lived experience. A qualitative study
was conducted involving six young people who had experienced the transi-
tion from a residential care institution to independent living. Data were col-
lected through semi-structured interviews and analysed using thematic anal-
ysis. The findings indicate, among other things, that young people face nu-
merous, complex, and highly individual challenges during this transition – in-
cluding difficulties related to securing housing, dysfunctional family or social
environments to which they may return, financial management, and practical
life skills. These challenges significantly shape the trajectory of their emanci-
pation. A central protective factor in this process is the ongoing support of
residential care staff (and other key adult figures), who play a crucial role in en-
abling a successful and, above all, sustainable transition into independent and
adult life.
Keywords: transition to independent living, residential care institutions, dis-
charge and post-discharge support, lifelong learning, sustainable social peda-
gogical approaches

191